Hmgt 400 Exercise 4

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Alesix Tieku

Dr. Hossein Zare,

Research and Data Analysis

HMGT 400 (7980)

March 20, 2019

Week 1, Exercise:

The attached dataset, provides some information about hospitals in 2011 and 2012, download the data and then complete the descriptive table. Please use the following format to report your findings.

Table 1. Descriptive statistics between hospitals in 2011 & 2012

Variables 2011 2012 p-value
  N Mean St. Dev N Mean St. Dev  
Hospital beds 1505 376.6086 560.8998 1525 376.8 579.8366 < 2.2e-16
Number of paid Employee 1498 1237.276 1615.797 1515 1491.121 1961.637 < 2.2e-16
Number of non-paid Employee 30 39.973 72.58805 30 44.76976 81.29861 6.653e-05
Total hospital cost 1505 216873322 304570722 1525 214748023 294143536 < 2.2e-16
Total hospital revenues 1505 228706319 323339811 1525 229978391 321273114 < 2.2e-16
Available Medicare days 1499 16739.16 19214.29 1516 17110.14 19765.74 < 2.2e-16
Available Medicaid days 1484 5301.199 9207.699 1501 5366.333 9340.373 < 2.2e-16
Total Hospital Discharge 1500 9492.326 10898.6 1517 9544.051 10994.17 < 2.2e-16
Medicare discharge 1499 3230.624 3388.957 1516 3598.248 3785.675 < 2.2e-16
Medicaid discharge 1481 1130.727 1757.158 1498 1119.547 1740.423 < 2.2e-16

 

Based on your findings in which years hospitals had better performance? Please write a short paragraph and describe your findings.

The hospitals had better performance in 2012 compared to 2011. The mean number of hospital beds in 2012 was slightly higher than the mean number of hospital beds in 2011. In terms of revenue, the mean revenue in 2012 was higher than the mean revenue in 2011. The total cost in 2011 was also higher than the total cost in 2012. For these variables, the p. Value is less than 0.05 hence the null hypothesis is not rejected at 95% confidence interval. This implies that the means between the two groups are not different.

 
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Logistics

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Assignment Topic:

You are the seller of a product on Amazon.com. This product represents your country, region, city, etc. or something you really enjoy. In order to start selling the product, you will have to design a logistics network. Now, let’s get started!

How to submit:

The format of your work must adhere to the following guidelines…

You will be required to submit your assignment using two files. These are:

1. An image file (.jpg or .png) containing a map of your proposed logistics network.

2. A table showing the transit times from your warehouse to each sample customer (please save the file as .pdf).

Make sure to include the following:

1. A description of your product.

2. Documentation of your warehouse locations and the time to customers.

3. A justification of why your warehouse network is ideal for your product and the current economic situation.

There is no need to include any cost calculations, but if you believe there is value in that you can certainly do so to impress your fellow learners.

How to create your assignment:

Follow the instructions below to prepare your assignment:

1. Decide how many warehouses you will need. You can only use existing Amazon warehouses. For a list of warehouse locations, please see the document below. A good reference to the implications of more or less warehouses is an annual study on the best warehouse networks in the US. Of course there are trade-offs between having more warehouses of less warehouses. It will be up to your judgement to decide.

2. Once you decide on how many warehouses you will use and where they are located, I want you to visualize it on a map. You can use various tools, but I would use Google Maps as it would be freely accessible to most. Here is an example of how you can add multiple locations to a map. In case you are not sure how it could look, here is an example of a map I created.

3. Now let’s look at possible customers. To get your product marketed, you will send a sample to the mayors of the ten largest metro areas. You hope that they will like it so much, that they will tell everyone they know. Please see the list of city halls addresses, where the mayors work.

4. You must also decide from which of your warehouses to send the sample to each mayor. I want you to determine the lead time from your warehouse to each customer. You can use resources by UPS and FedEx to determine the transit time from your warehouse to each customer (in days).

5. Please justify why your logistics network is the best you can make it for now and the forseeable future. Be sure to talk about what the expectations of your customers will be; what the current economic environment looks like; and, where you expect interest rates and fuel prices to go in the future.

Finally, please write a short memo about the following topics (ungraded):

1. What did you find most surprising in this assignment?

2. What was the most difficult part of this assignment?

3. Which part of the assignment was the most fun?

List of City Halls. See attachment

List of Amazon Distribution Centers. See attachment

Guidelines for the assignment:

Follow these instructions to understand the required format of your assignment. There will be step-by-step prompts asking you to either upload or write out the specific steps of the assignment.

y

Grading Criteria Overview

Your assignment will be graded based on a successful demonstration of the concepts covered in this course. Specifically, you will be assessed on your ability to put together a cohesive logistics network.

You will be required to include at least a map of your warehouse network, a table showing your lead time calculations, and an overall justification of the viability of your logistics network.

We recommend that you also think about what the implications are of the network that you have designed. That part is to create an exchange between you and your peer reviewers, rather than an objective evaluation.

Please don’t penalize grades based on transit times or the number of warehouses. There are many different logistics networks and the goal of the assignment is to go through the steps, rather than picking one specific example.

Example Submissions

Here are some examples to help you understand what your assignment should look like.

This example is a good illustration of a map depicting three warehouses I created:

Notice how the learner has selected three locations covering the majority of the population in the United States. The warehouse in California two warehouses are more towards the east coast, as it represents where the more densly populated areas are.

Now let’s look at the customers:

Notice how the using a warehouse in California would not be very efficient? We should move the west coast warehouse to Texas to remedy this problem.

Here is a map with customers and warehouses:

In this example, the learner has created a network with three warehouses located in proximity to most of the customers. I hope this example made it easier to understand the assignment guidelines more thoroughly. All that is left to do now is to calculate the distances from each warehouse to each customer. I hope you enjoy the assignment as much as I do!

 
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Cultural Diversity In Health & Illness UNIT 4

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HCA 340 Cultural Diversity in Health & Illness

Multiple Choice Questions (Enter your answers on the enclosed answer sheet)

1. A patient from the Mexican heritage relates using a curandero for health care needs. What are the characteristics of this type of healer?

a. Considered to be a religious figure

b. Was born as a healer

c. Taught the ways of healing through herbs

d. All of the above.

2. In the Mexican health care system, what is the scope of practice of the partera?

a. The care given is confined to the pregnant woman

b. Only provides physical care

c. Acts alone without doing other consultations or referrals

d. Does not participate in labor and delivery

3. During a medical history with a patient from Puerto Rico, what preparations will the nurse need to include?

a. Those obtained from a botanica

b. Those obtained from a botanical center

c. Those obtained from a healer

d. Those obtained from a pharmacy

4. Which is a dilemma encountered by health care providers when trying to accommodate a patient of the Mexican culture’s desire to maintain hot and cold food preferences?

a. Avoiding all foods that contain certain spices

b. Understanding which foods the patient considers hot and cold

c. Obtaining the unusual foods native to a Mexican patient’s diet

d. Ensuring that all medications are taken with specific foods

5. Where might a patient of Puerto Rican heritage seek help when experiencing signs of a mental illness?

a. Milagros

b. Curanderismo

c. Santeria

d. Partera

6. What is a significant factor when caring for health problems of patients within the Hispanic culture?

a. Lack of Spanish-speaking health care providers impeding appropriate care delivery

b. Failure to highlight common chronic diseases among Hispanics in local media

c. Overall population is elderly

d. Use of folk remedies creating cultural dissonance with the medical establishment

7. What would the combination of a young population, high birthrates, and lower socioeconomic status contribute to in the Hispanic population?

a. Higher incidence of births to women under age 18

b. Lower birth weight infants

c. Higher percentage of first trimester prenatal care

d. Higher infant mortality rate

8. Which health problem does the nurse identify as being a higher risk for the patient from the Hispanic culture when compared to the general population?

a. Septicemia

b. Unintentional injuries

c. Chronic lower respiratory diseases

d. Alzheimer’s disease

9. What would the nurse infer about the incidence of lung cancer being lower among Hispanic women versus that of the general population?

a. Hispanic women are not genetically predisposed to lung cancer.

b. Hispanic women are healthier than the general population.

c. Hispanic women have better preventive health practices.

d. Hispanic women are less likely to smoke.

10. What might a patient of German descent used to treat a stomachache?

a. Drink peppermint tea

b. Stop eating for at least 24 hours

c. Take black draught

d. Eat chicken soup

11. Which actions might a patient of German descent use to treat a cough?

a. Rub goose fat on the chest

b. Eating honey and milk

c. Drinking rum

d. All of the above.

12. When caring for a postoperative wound at home, what would a patient of German descent tend to use?

a. Kerosene

b. Iodine

c. Salves and liniments

d. Onion compresses

13. For what would a patient of German descent use cloves?

a. Headache

b. Rheumatism

c. Toothache

d. Fever

14. What would a patient of Italian descent tell the nurse is the cause of pneumonia?

a. Moving air in the form of drafts

b. Eating food that was not nutritious

c. Improper balance of fluids

d. Not dressing properly

15. What will the nurse assess as an important component of healing for a patient of Italian descent?

a. Religious faith in God

b. Use of garlic and olive oil in tonics

c. Wearing black when a family member is ill

d. Eating pasta at every meal

16. What will a patient of Polish descent tell the nurse is used to treat a cough?

a. Taking garlic oil

b. Goose grease rubbed on the throat

c. Drinking hot lemonade with whiskey

d. A tomato plaster on the chest

17. What will a patient of Polish descent use to treat a burn?

a. Aloe vera

b. Salt pork

c. Carbolic salve

d. Turpentine and liniment

18. For what would a patient of Polish descent tell the nurse that paregoric is used?

a. Gas

b. Diarrhea

c. Indigestion

d. Cramps

19. In which ways does the current United States health care system create barriers to individuals from different cultures?

a. Expectation to select a physician from a list

b. Cost of treatments and tests

c. Violation of cultural beliefs and practices

d. All of the above.

20. How would the use of patient advocates bridge the gap of inadequate numbers of health care providers representing culturally diverse population groups?

a. Speak to patients in their native language

b. Coordinate services to meet the patients’ needs

c. Resolve problems

d. All of the above.

21. The health care administrator is identifying ways to improve communication with non-English speaking patients. Which languages would the administrator target as being spoken by hospital employees?

a. Russian

b. Chinese

c. Spanish

d. None of the above.

22. The nurse is experiencing collisions when attempting to improve cultural competency. What types of collisions is this nurse experiencing?

a. Meeting dense cultural barriers

b. Sabotaged efforts

c. Unexpected hills

d. a and b only

23. Two nurses are overhead talking about their experiences with cultural competency. Which experience would be considered an unexpected positive event?

a. Deep love of life and people

b. Role of a healer within a culture

c. Learning a foreign language

d. Being an advocate for funding

24. What self-observation does the nurse make that indicates that the nurse is “on the road” to cultural competency?

a. you should only observe your own health and illness beliefs

b. Individual culture and religion

c. Adhering to ways to protect health that are consistent with the dominant culture

d. Avoiding the use of amulets

 

25. What action would a nurse take to learn more about the different cultures represented in the community?

a. Walk through the community

b. Prepare a guide sheet with a list of herbs

c. Recognize hot–cold imbalances

d. Recognize folk diseases

 
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Summary

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Below is the list of features from the peer review worksheet that I and your peers will be looking for in your paper. Evaluate your paper beforehand to ensure you’ve effectively included all required elements.

Summary: Does the first sentence (or two) contain the author’s full name, article title, source, and a paraphrase of the author’s main point or thesis statement? Identify what is missing.

Circle any places where the writer’s opinion is present. (There should be none.)

Thesis: Is there a clear thesis that states the writer’s WTG and ATG evaluation of the article? (Hint: Does it use although or however?)

How could the thesis statement be clearer?

Criteria: How does the writer make clear his/her criteria for a successful essay?

Support: Does the writer support the thesis with clear evidence?

How could the writer develop WTG and ATG evidence more effectively?

Conclusion: Does the conclusion bring together the summary and the review?

Clarity: Circle on the draft any confusing or unclear or confusing sentences.

 
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Tactics And Implementation Marketing Plan Part 3 ( For Nayana Only)

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Nayana I’m doing. 

· Strategic plan implications

· Resource management

· Product and service management (located under implementation of template )

Write a minimum of 2 pages for the Tactics and Implementation portions for your Marketing Plan to address the situation in the case study.

Cite at least 3 reputable references to support your assignment (e.g., trade or industry publications, government or agency websites, scholarly works, or other sources of similar quality).

Format your assignment according to APA guidelines.

Cite at least 3 reputable references to support your assignment (e.g., trade or industry publications, government or agency websites, scholarly works, or other sources of similar quality).

Format your assignment according to APA guidelines.

Click the Assignment Files tab to submit your assignment.

Then

Review and consider the content you covered during Week

Post a 260- to 350-word response to the following question.  On separate sheet of paper

Drug companies are pursuing  collaborative efforts with other companies to manage in the world of pharmacogenomics and individualized medicine.

1. What are some examples of these collaborative efforts being pursued by pharmaceutical companies?

2. The National Institute of Health is establishing collaborative efforts through the Accelerated Medical Partnership (AMP) program. What is AMP, and how is this working?

Cite at least 1 peer-reviewed, scholarly, or similar reference.

Format your citations according to APA guidelines.

 
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HUMAN NUTRITION Assignment

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Assignment 1: Assessing Reliable Sources

The goal of this assignment is to introduce you to methods used to determine reliable sources of nutrition information. It is important to know how to evaluate health-related information and turn to reliable sources and experts when in need of specific advice. Be sure to read the Health Connection 1 section at the end of Chapter 1 – “How can you find and recognize credible nutrition information?” (p.28-30). Review the first three websites in the  Resources for Chapters 1 & 2  for more detail. You can use the “W” questions from these guides or questions from the book.

Part 1

— Find three websites that  provide information related to nutrition AND health . At least two of these websites should be “.com”  Make sure these websites provide information  to the public . — Analyze each website and determine whether it is a reliable source of information by answering the “W” questions.   — Assign each website a rating of 1-10 for reliability, where 10 is the highest. Remember that you are not assessing whether you like the website or not. Your goal is to assess the  reliability of the information the site provides.   — Write the following for each website:

· Name of the website and its web address (URL)

· A  brief  description of the site and the kind of information it provides

· Your  detailed analysis of reliability , using the “W” questions

· The grade you gave it and the  reasons  for assigning this grade

Part 2

— Find two nutrition experts or individuals who give advice in nutrition in the media. You can use the names from your research of websites in Part 1.   — Write the following for each expert:

· Name of the person and where you found him/her. Provide a reference.

· How did you come across this expert? Why did you decide to choose them?

· Include their academic degrees, professional credentials, professional accomplishments, and their current job position.

· Based on the information in Health Connection 1, do you consider them to be a reliable nutrition expert? Why or why not? Explain. You need to  justify  your opinion.

Use a question-and-answer format for each website. Indicate what exactly questions you are answering.  Provide a reference to the source of the questions you are using (even if it is the textbook).

Your submission will be assigned for anonymous peer review. Please DO NOT write your name on the document. 

Review  Guidelines for Assignments   and the rubric (below) to see how you will be graded for this assignment.

Follow this Rubric

Assessing Reliable Sources-1

Criteria Ratings Pts

This criterion is linked to a Learning Outcome 1. Provides thorough review of THREE nutrition-related websites. The choice of websites is appropriate. Assesses reliability of websites using the “W” questions, and assigns a rating of 1-10. Evaluation is justified. URL is provided for each website. Well organized, uses original and critical thought.

30.0 pts

This criterion is linked to a Learning Outcome 2. Provides thorough review of credentials for TWO nutrition experts. Appropriately assesses credibility of nutrition experts using criteria from Health Connection 1. Reference for each expert is provided. Well organized, uses original and critical thought.

10.0 pts

This criterion is linked to a Learning Outcome 3. Uses appropriate English grammar, sentence structure, with no errors in spelling, punctuation, and capitalization. Assignment is properly formatted – title, Reference List, paragraph structure, appropriate font, etc.

4.0 pts

This criterion is linked to a Learning Outcome 4. Reviews 2 submissions by other students, fills out the rubric, writes thoughtful feedback. Comments are well organized, critical thought is used. Uses appropriate English grammar. 3 points for each review.

6.0 pts

Total Points: 50.0

Assignment 1: Assessing Reliable Sources

The goal of this assignment is to introduce you to methods used to determine reliable

sources of nutrition information. It is important to know how to evaluate health

related

information and turn to reliable

sources and experts when in need of specific advice. Be

sure to read the

Health Connection 1

section at the end of Chapter 1

“How can you

find and recognize credible nutrition information?” (p.2830). Review the first three

websites in the

Resources for Chapters 1 & 2

for more detail. You can use the “W”

questions from these guides or questions from the book.

Part 1–Find three websites that

provide information related to nutrition AND health

. At least two of these websites should be ”

.com

Make sure these websites provide information to the public.

Analyze each website and determine whether it is a reliable source of information by

answering the “W” questions.

Assign each website a rating of 110

for reliability, where 10 is the highest.

Remember that you are not assessing whether you like the

website or not. Your goal is to assess the reliability of the information the site provides.

Write the following for each website:

Name of the website and its web address (URL)

A brief description of the site and the kind of information it provides

Your detailed analysis of reliability , using the “W” questions

The grade you gave it and the reasons for assigning this grade

Part 2

-Find two nutrition experts or individuals who

give advice in nutrition in the media

. You

can use the names from your res

earch of websites in Part 1.

Write the following

for each expert

Name of the person and where you found him/her. Provide a reference.

How did you come across this expert? Why did you decide to choose them?

Include their academic degrees, professional

credentials, professional

accomplishments, and their current job position.

Based on the information in

Health Connection 1

, do you consider them to be a

reliable nutrition expert? Why or why not? Explain. You need to

justify

your opinion.

Use a question

and

answer format for each website. Indicate what exactly questions

you are answering.

Provide a reference to the source of the questions you are using

(even if it is the textbook).

Your submission will be assigned for anonymous peer review. Please DO NOT write

your name on the document

Assignment 1: Assessing Reliable Sources

The goal of this assignment is to introduce you to methods used to determine reliable

sources of nutrition information. It is important to know how to evaluate health-related

information and turn to reliable sources and experts when in need of specific advice. Be

sure to read the Health Connection 1 section at the end of Chapter 1 – “How can you

find and recognize credible nutrition information?” (p.28-30). Review the first three

websites in the Resources for Chapters 1 & 2 for more detail. You can use the “W”

questions from these guides or questions from the book.

Part 1

— Find three websites that provide information related to nutrition AND health. At

least two of these websites should be “.com” Make sure these websites provide

information to the public.

— Analyze each website and determine whether it is a reliable source of information by

answering the “W” questions.

— Assign each website a rating of 1-10 for reliability, where 10 is the highest.

Remember that you are not assessing whether you like the website or not. Your goal is

to assess the reliability of the information the site provides.

— Write the following for each website:

 Name of the website and its web address (URL)

 A brief description of the site and the kind of information it provides

 Your detailed analysis of reliability, using the “W” questions

 The grade you gave it and the reasons for assigning this grade

Part 2

— Find two nutrition experts or individuals who give advice in nutrition in the media. You

can use the names from your research of websites in Part 1.

— Write the following for each expert:

 Name of the person and where you found him/her. Provide a reference.

 How did you come across this expert? Why did you decide to choose them?

 Include their academic degrees, professional credentials, professional

accomplishments, and their current job position.

 Based on the information in Health Connection 1, do you consider them to be a

reliable nutrition expert? Why or why not? Explain. You need to justify your opinion.

Use a question-and-answer format for each website. Indicate what exactly questions

you are answering. Provide a reference to the source of the questions you are using

(even if it is the textbook).

Your submission will be assigned for anonymous peer review. Please DO NOT write

your name on the document.

 
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Anthropology Essay ( 5 Pages)

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WEEK 4:
LANGUAGE AND COMMUNICATON

MAJOR THEMES

    • LANGUAGE AND SPEECH
    • ELEMENTS OF SPEECH
  • SYMBOLS
  • Language: A system of cultural knowledge used to generate and interpret speech.
    • key medium through which we interpret, express and transmit culture
    • transmits cultural memory and maintains traditions across generations.
  • Both a medium and effect of culture.
  • Ex: racial, class and gender relations both shape and are shaped by language.
  • Reflects and facilitates social and cultural change.

WHAT IS LANGUAGE, AND WHY DO ANTHROPOLOGISTS STUDY IT?

Study of Language

Linguistics: Scientific study of language with focus on formal structures of language (such as grammar); emphasis is on the formal construction of language, not its use.

Sociolinguistics: studies linguistic variation – how language is used in different social contexts and what it tells us about social relationships.

Linguistic Anthropology: Studies language as a form of symbolic communication and carrier of cultural information and meanings. Focuses on the relations between culture, meaning and language.

Linguistics: Structural Elements of Language

  • Although their surface forms differ, all human languages are composed of the same elements.
  • Phonology: study of the categories and rules for FORMING vocal symbols.
  • Ex: No English word begins with “ng”
  • Consonants and vowels tend to alternate in English. Some sequences of consonants, such as /mktb/ are excluded in English.
  • Phoneme: the minimal category of speech sounds that serve to keep utterances apart.
  • Ex. The English sounds /t/, /d/, and /s/ are phonemes

“Emic” and “Etic” Perspectives

Linguistics:
Elements of Language Analysis

Grammar – categories and rules for combining vocal symbols.

Morphemes are basic grammatical elements consisting of vocal symbols that form the minimal units of meaning in any language.

Ex: the word /bats/ is comprised of the morphemes /bat/ and plural /s/.

Difference between phoneme and morpheme?

Sociolinguistics: Language in Context

  • Sociolinguistic rules combine meaningful utterances with social situations into appropriate messages.
  • Semantics – the categories and rules for relating vocal symbols to their referents
  • Ex: Is the glass half empty or half full?
  • What does the word “crash” mean?
  • What is a “water pill”?

Anthropology: Language and Symbolic Representation

  • Linguistic anthropology is concerned with the study of language as a system of symbolic representation and meaning making.
  • Like sociolinguists, we focus on the rules and conventions that govern language use in social interaction (linguistic variation)
  • But we study language as a symbolic system of cultural knowledge and focus on its context-specific meanings and interpretation.

Language as a symbolic system?

A symbol is anything that people can perceive with their senses that stands for something else.

It may be an object or action or sound used to represent something abstract; an emblem.

  • Ex: Letters are symbolic representations of vocal sounds.
  • Because humans assign meaning to symbols in an arbitrary fashion, there is room for an infinite range of possibilities.
  • Symbols greatly simplify the task of communication.
  • Once we learn that a word stands for something, we can communicate about that thing in all its contexts and in the absence of the thing itself

Examples of symbols

    • Underlying most adjectives used for people are the culturally constructed categories of “good” and “bad”; “normal” and “abnormal.”
  • Some examples?

Names and Adjectives
Can Be Symbolic

    • Anthropologists have typically written about “other” cultures from their own cultural positions
  • In writing ethnographies, we make choices about what to say and how to say things about the people we write about, what kind of language to use.
  • Our representations are not objective, but very much subjective. Once written, images of others are not neutral.
  • Our decisions when writing ethnographies change how the people we write about are represented to the reading public and may heavily affect their lives.

Language and Representation: the heart of the anthropological project

Random House definition of ‘savage”

  • “Fierce, ferocious, or cruel; untamed…uncivilized; barbarous…enraged or furiously angry…unpolished, rude…wild or rugged….uncultivated; growing wild…an uncivilized human being …a fierce, brutal or cruel person”

Note how this definition is used to confirm the value of its opposite: the civilized.

*

Gender and Communication: Conversational Styles

  • Gender structures our:

conversation styles

the words we use and how we use them

body language

This may cause miscommunication and/or misguided evaluations and judgments.

Why might men be reluctant to ask directions?

  • Why might women be more comfortable asking questions in a learning environment?

Gender, Communication, and Language

    • Women are taught to:
    • ask questions
    • encourage responses from other speakers
    • make positive minimal responses
    • allow interruptions into their speaking turns.
  • Men are socialized to:
  • interrupt
  • make minimal negative responses
  • challenge or ignore other speakers
  • introduce new topics and control them
  • make direct assertions.

These are not rules but culturally informed patterns.

(Learned, Shared, Symbolic, Naturalized, Dynamic)

We may observe aspects of these patterns in ourselves or others, but of course they do not apply to all men or women.

Examples of Gender Bias in Language

  • Pair orders: Men tend to precede women in naturalized versions of common constructions.
  • Ex: his and hers, male and female, husband and wife.
  • The pairing for good and bad, rich and poor likewise puts the most valued of the pair first.
  • Maiden name and terms of address (Mr. Smith and his wife);

The practice of naming speaks volumes about our values.

Mr. vs. Miss/Mrs./Ms.

  • Adjectives: Men & women “yell,” but women “screech” or “shriek”; men & women talk, but women “gossip;” men & women laugh but women “giggle” – all of these are used to denigrate or trivialize women. And what about men who “shriek,” “giggle,” or swish?

The Anthropology of Language

Language is more than a tool of communication

Not neutral, not natural; but reflective and loaded

Guides our perception: of ourselves, others, and the world

Reflects and reenacts social hierarchy, identity and difference

Thus, it offers a key means of understanding and interpreting the culture(s) in which it operates.**

The Sapir-Whorf Hypothesis: Are Humans Trapped by their Language?

  • Does language affect our thought and perception of outside reality? Or, is it a passive symbolic system that merely describes outside reality, a transparent tool for the transmission of thought?
  • Two American linguists at the fore of this discussion of how language can limit, not expand, our knowledge of the world: Edward Sapir and Benjamin Lee Whorf, Sapir’s student.

Anthropology of Language

  • Edward Sapir: languages are more than a tool of communication — they guide our perceptions.
  • Benjamin Lee Whorf: language provides a frame of reference that orders our view of the world and shapes our perception of reality.*

Sapir was a student of the famous American anthropologist Franz Boas, who studied the languages of certain NW coast Native Americans. Boas discovered that there was a sound in this language between ch and sh but that linguists couldn’t hear it cuz it was not in their phonology.

Safir-Whorf Hypothesis

Edward Sapir and Benjamin Whorf suggest that language helps us determine how we see and think about the world.  They believe that language restricts the thought of people who use it and the limits of one’s language become the limits of one’s world. Example Edward Sapir: 1884 – 1939

In 1921 published his only book — Language: An Introduction to the Study of Speech

Later contributed to the theory of meaning — developing what some eventually called the Sapir-Whorf hypothesis, primarily developed by his student Benjamin Lee Whorf

Sapir stated: “Human beings do not live in the objective world alone but are very much at the mercy of their particular language. The worlds in which different societies live are distinct worlds, not merely the same world with different labels attached.”

Whorf’s best known claim was that “standard average European” cultures are in a mental straight-jacket in which events are packaged in boxes, such as days, hours, minutes: a length of time, he argued, “is envisioned as a row of similar units, like a row of bottles.”

Humans create their own limited mental pictures of the world. The word “week” is often quoted. A week has no concrete reality in the external world. Yet most native speakers of English have a mental model of a sequence of seven days, which is divided into two chunks, five working days followed by two rest-days, the “weekend” – or sometimes six working days followed by one rest day. They have this idealized notion of a week, even though they may organize their own working life quite differently, and may know that technically the week begins on a Sunday. In contrast, an Inca week had 10 days, nine working days followed by market day, on which the king changed wives.

Whorf looked at the Hopi indians. He noted that they have a cyclical view of the world. They don’t refer to the days of the week in same way Westerners do.

Whorf never said you could not think about your language! He never said you can’t step out of your habitual thought.

The Sapir-Whorf Hypothesis

Examples

Inuit – many words for snow

Malayalam – same word for snow, dew, mist

Hanunoo of Philippine Islands- 92 varieties of rice

Looking at the sunlight refracted through a prism, English speakers identify at least 6 colors (purple, blue, green, yellow, orange and red)

Bassa speakers in Liberia identify 3 colors

Shona speakers in Rhodesia identify 2 colors.

Grammar

  • Example: Conception of Time
  • English — Past – Present – Future

The effect of such a concept on Western people: diaries, records, annals, histories, clocks, calendars, timetables, salaries and wages specified in terms of limited time units, etc.

  • Hopi – The objective (things that exist now) and the subjective (things that can be thought about and therefore are in the process of becoming)

Euphemism

Roundabout language that is intended to conceal something embarrassing or unpleasant. Often used in political speech or for “bathroom words” why?

Some examples:

Collateral damage

Pacification

Restroom

Bacon or Pork

Beef or Steak

Can you think of others?

Metaphors

    • Take language from one semantic domain of experience and apply it to another domain.
  • Ex: “foot of the mountain”: use of body organ to speak about landscape features; “tax burden” links taxes to the physical experience of carrying a heavy load.
  • Metaphors not only extend language from one domain to the other, but also extend meaning.

Examples for Metaphors

  • Jenni is a fox.
  • Jim is a snake.
  • Charlie is a pig.
  • The shoulder of the road.
  • Your point is right on target.
  • Your claims are indefensible.
  • She shot down my position.
  • She attacked my argument.

Metaphors: Illness

  • We fight a cold
  • We fight disease
  • We strengthen our defenses
  • We wage war on cancer
  • We have heart attacks
  • We are struck down with a given illness
  • Headline: Hillary Clinton battles pneumonia

Metaphors: Time as economy

Time is money.

  • You’re wasting time.
  • That flat tire cost me an hour.
  • He’s living on borrowed time.*

Time is seen as a valuable commodity to be bought or sold or borrowed; won or lost

Time is seen as a scarce resource that we quantify, invest and spend

American Tongues:
A Film by Louis Alvarez and Andrew Kolker

  • Peabody Award-winning look at American accents and their social implications.
  • Looks at the way we judge people by the way they talk.
  • A survey of American linguistic prejudice; racial; regional; class-based.
  • “Southerners talk too slowly. New Yorkers are rude. New Englanders don’t say much at all.”*

PROBLEM: WE ASCRIBE VALUES TO LANGUAGE: Intelligence: When northerners hear southerners we think that they are slow, not just that they talk slow. Slowness of speech equals slowness of mind.

Sapir was a student of the famous American anthropologist Franz Boas, who studied the languages of certain NW coast Native Americans. Boas discovered that there was a sound in this language between ch and sh but that linguists couldn’t hear it cuz it was not in their phonology.

Safir-Whorf Hypothesis

Edward Sapir and Benjamin Whorf suggest that language helps us determine how we see and think about the world.  They believe that language restricts the thought of people who use it and the limits of one’s language become the limits of one’s world. Example Edward Sapir: 1884 – 1939

In 1921 published his only book — Language: An Introduction to the Study of Speech

Later contributed to the theory of meaning — developing what some eventually called the Sapir-Whorf hypothesis, primarily developed by his student Benjamin Lee Whorf

Sapir stated: “Human beings do not live in the objective world alone but are very much at the mercy of their particular language. The worlds in which different societies live are distinct worlds, not merely the same world with different labels attached.”

Whorf’s best known claim was that “standard average European” cultures are in a mental straight-jacket in which events are packaged in boxes, such as days, hours, minutes: a length of time, he argued, “is envisioned as a row of similar units, like a row of bottles.”

Humans create their own limited mental pictures of the world. The word “week” is often quoted. A week has no concrete reality in the external world. Yet most native speakers of English have a mental model of a sequence of seven days, which is divided into two chunks, five working days followed by two rest-days, the “weekend” – or sometimes six working days followed by one rest day. They have this idealized notion of a week, even though they may organize their own working life quite differently, and may know that technically the week begins on a Sunday. In contrast, an Inca week had 10 days, nine working days followed by market day, on which the king changed wives.

Whorf looked at the Hopi indians. He noted that they have a cyclical view of the world. They don’t refer to the days of the week in same way Westerners do.

Whorf never said you could not think about your language! He never said you can’t step out of your habitual thought.

Time is seen as a valuable commodity to be bought or sold or borrowed; won or lost

Time is seen as a scarce resource that we quantify, invest and spend

PROBLEM: WE ASCRIBE VALUES TO LANGUAGE: Intelligence: When northerners hear southerners we think that they are slow, not just that they talk slow. Slowness of speech equals slowness of mind.

 
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Epidemiology Worksheet

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IHP 330 Module Two Worksheet Measuring Disease

A causal relationship between cigarette smoking and lung cancer was first suspected in the 1920s on the basis of clinical observations. To test this apparent association, numerous epidemiologic studies were undertaken between 1930 and 1960. Two studies were conducted by Richard Doll and Austin Bradford Hill in Great Britain. The first was a case-control study begun in 1947 comparing the smoking habits of lung cancer patients with the smoking habits of other patients. The second was a cohort study begun in 1951 recording causes of death among British physicians in relation to smoking habits. This case study deals first with the case-control study, then with the cohort study.

Data for the case-control study were obtained from hospitalized patients in London and vicinity over a four-year period (April 1948 – February 1952). Initially, 20 hospitals, and later more, were asked to notify the investigators of all patients admitted with a new diagnosis of lung cancer. These patients were then interviewed concerning smoking habits, as were controls selected from patients with other disorders (primarily nonmalignant) who were hospitalized in the same hospitals at the same time. Data for the cohort study were obtained from the population of all physicians listed in the British Medical Register who resided in England and Wales as of October 1951. Information about present and past smoking habits was obtained by questionnaire. Information about lung cancer came from death certificates and other mortality data recorded during ensuing years.

Over 1700 patients with lung cancer, all under age 75 were eligible for the case-control study. About 15% of these persons were not interviewed because of death, discharge, severity of illness, or inability to speak English. An additional group of patients were interviewed by later excluded when initial lung cancer diagnosed proved mistaken. The final study group included 1,465 cases (1,357 males and 108 females). The following table shows the relationship between cigarette smoking and lung cancer among male cases and controls:

Table 1

  Cases Controls
Cigarette Smoker 1,350 1,296
Nonsmoker 7 61
Total 1,357 1,357

 

1. Accurately calculate the proportion of cases that smoked. Be sure to show your calculations.

2. Accurately calculate the proportion of controls that smoked. Be sure to show your calculations.

3. Accurately calculate the odds ratio, with the correct equation. What do you infer from the odds ratio about the relationship between smoking and lung cancer?

Table 2 shows the frequency distribution of male cases and controls by average number of cigarettes smoked per day.

Table 2: Daily cigarette consumption

Daily Number of Cigarettes Number of Cases Number of Controls Odds Ratio
0 7 61 Referent
1–14 565 706  
15–24 445 408  
25+ 340 182  
All smokers 1350 1296  
Total 1357 1357  

4. Accurately calculate the odds ratios by category of daily cigarette consumption, comparing each category to nonsmokers. Be sure to show your calculations.

5. Interpret these results, and describe the trends or patterns you see in the data.

Part 2: The Cohort Study

Data for the cohort study were obtained from the population of all physicians listed in the British Medical Register who resided in England and Wales as of October 1951. Questionnaires were mailed in October 1951 to 59,600 physicians. The questionnaire asked the physicians to classify themselves into one of three categories: 1) current smoker, 2) ex-smoker, or 3) nonsmoker. Smokers and ex-smokers were asked the amount they smoked, their method of smoking, the age they started to smoke, and, if they had stopped smoking, how long it had been since they last smoked. Nonsmokers were defined as persons who had never consistently smoked as much as one cigarette day for as long as one year. Physicians were also asked whether or not they had a diagnosis of lung cancer. Usable responses to the questionnaires were received from 40,637 (68%) physicians, of whom 34,445 were males and 6,192 were females. The next section of this case study is limited to the analysis of male physician respondents, 35 years of age or older.

The occurrence of lung cancer in physicians responding to the questionnaire was documented over a 10-year period (November 1951 through October 1961) from death certificates filed with the Registrar General of the United Kingdom and from lists of physician deaths provided by the British Medical Association. All certificates indicating that the decedent was a physician were abstracted. For each death attributed to lung cancer, medical records were reviewed to confirm the diagnosis.

Diagnoses of lung cancer were based on the best evidence available; about 70% were from biopsy, autopsy, or sputum cytology (combined with bronchoscopy or X-ray evidence); 29% were from cytology, bronchoscopy, or X-ray alone; and only 1% were from just case history, physical examination, or death certificate. In total, there were 355 cases of lung cancer during this 10-year time period, with 255 newly diagnosed cases of lung cancer.

Of 4,597 deaths in the cohort over the 10-year period, 157 were reported to have been caused by lung cancer; in 4 of the 157 cases this diagnosis could not be documented, leaving 153 confirmed deaths from lung cancer.

The following table shows numbers of lung cancer deaths by daily number of cigarettes smoked at the time of the 1951 questionnaire (for male physicians who were nonsmokers and current smokers only). Person-years of observation (“person-years at risk”) are given for each smoking category. The number of cigarettes smoked was available for 136 of the persons who died from lung cancer.Table 3: Number and rate (per 100,000 person-years) of lung cancer deaths by number of cigarettes smoked per day, Doll and Hill physician cohort study, Great Britain, 1951–1961.

Daily number of cigarettes smoked Deaths from lung cancer Person-years at risk Mortality rate per 1,000 person-years
0 3 42,800 0.07
1–14 22 38,600  
15–24 54 38,900  
25+ 57 25,100  
All smokers 133 102,600  
Total 136 145,400  

6. Accurately calculates the lung cancer mortality rates for each smoking category. Be sure to show your calculations.

7. Describe the trends or patterns you see in the data about mortality, and explain what the trends or patterns mean.

8. Accurately calculate the incidence for lung cancer during the 10 year time period. Be sure to show your calculations.

9. Accurately calculate the prevalence for lung cancer during this 10 year time period. Be sure to show your calculations.

This worksheet was modified using information from the original case study found on the CDC website:

Centers for Disease Control. (2003). “Cigarette smoking and lung cancer.” Centers for Disease Control and Prevention Epidemiology Program Office Case Studies in Applied Epidemiology, 731-703. Retrieved from: https://www.cdc.gov/eis/downloads/xsmoke-student-731-703.pdf

 
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Hot Topics In Cognitive Psychology

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The goal of this discussion forum is to offer you an introduction to the field of cognitive psychology. Cognitive psychology is a discipline within psychology that is concerned with the scientific study of the human mind. The mind is responsible for a variety of functions and abilities, including perception, attention, consciousness, memory, reasoning, and decision-making. Most of our mental life is unconscious. If the objects of our attention are equated to the objects of our consciousness, it is reasonable to assume that we are aware of only a limited number of events in our daily lives.

For your initial post, complete the following steps:

  • Watch the video entitled, The Magic of the Unconscious: Automatic Brain (Links to an external site.)Links to an external site..
  • Select a “hot topic” of cognitive psychology based on what you have heard and/or seen in the media and your personal interests.
  • Look for a report in the media (e.g., newspapers, magazines, web pages of professional organizations, etc.) that refers to the selected topic such as “defendant cannot remember what happened,” “false memories explain UFO abduction stories,” and so forth.
  • Describe the content of the selected report and offer your own perspective. Namely, use your critical-thinking skills to examine the extent to which the claims made in the report and the evidence upon which the report relies are to be trusted. Then, discuss the real-life consequences of the evidence reported.

In your post, include a link to the selected report, and explain to the members of the class why you have selected it. Support your points with evidence from at least one peer-reviewed research article. Your initial post must be a minimum of 300 words.

Reference:

https://fod.infobase.com/OnDemandEmbed.aspx?token=51893&wID=100753&plt=FOD&loid=0&w=560&h=315&fWidth=580&fHeight=365

 
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Astronomy

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Background Material

Answer the following questions after reviewing the “Kepler’s Laws and Planetary Motion” and “Newton and Planetary Motion” background pages.


Question 1: Draw a line connecting each law on the left with a description of it on the right.

 

planets move faster when close to the sun

 

planets orbit the sun in elliptical paths

 

planets with large orbits take a long time to complete an orbit

Question 2: When written as P2 = a3 Kepler’s 3rd Law (with P in years and a in AU) is applicable to …

a) any object orbiting our sun.

b) any object orbiting any star.

c) any object orbiting any other object.

Question 3: The ellipse to the right has an eccentricity of about … a) 0.25

b) 0.5

c) 0.75

d) 0.9

Question 4: For a planet in an elliptical orbit to “sweep out equal areas in equal amounts of time” it must …

a) move slowest when near the sun.

b) move fastest when near the sun.

c) move at the same speed at all times.

d) have a perfectly circular orbit.

 

Question 5: If a planet is twice as far from the sun at aphelion than at perihelion, then the strength of the gravitational force at aphelion will be as it is at perihelion.

a) four times as much

b) twice as much

c) the same

d) one half as much

e) one quarter as much

Kepler’s 1st Law

If you have not already done so, launch the NAAP Planetary Orbit Simulator.

·

 

Tip: You can     change the value of a slider by     clicking on the slider bar or by entering a number in the value box.

Open the Kepler’s 1st Law tab if it is not already (it’s open by default).

· Enable all 5 check boxes.

· The white dot is the “simulated planet”. One can click on it and drag it around.

· Change the size of the orbit with the semimajor axis slider. Note how the background grid indicates change in scale while the displayed orbit size remains the same.

· Change the eccentricity and note how it affects the shape of the orbit.

Be aware that the ranges of several parameters are limited by practical issues that occur when creating a simulator rather than any true physical limitations. We have limited the semi-major axis to 50 AU since that covers most of the objects in which we are interested in our solar system and have limited eccentricity to 0.7 since the ellipses would be hard to fit on the screen for larger values. Note that the semi-major axis is aligned horizontally for all elliptical orbits created in this simulator, where they are randomly aligned in our solar system.

· Animate the simulated planet. You may need to increase the animation rate for very large orbits or decrease it for small ones.

· The planetary presets set the simulated planet’s parameters to those like our solar system’s planets. Explore these options.

Question 6: For what eccentricity is the secondary focus (which is usually empty) located at the sun? What is the shape of this orbit?


Question 7: Create an orbit with a = 20 AU and e = 0. Drag the planet first to the far left of the ellipse and then to the far right. What are the values of r1 and r2 at these locations?

 

r1 (AU)

r2 (AU)

 

Far Left

 

Far Right

Question 8: Create an orbit with a = 20 AU and e = 0.5. Drag the planet first to the far left of the ellipse and then to the far right. What are the values of r1 and r2 at these locations?

 

r1   (AU)

r2   (AU)

 

Far Left

 

Far Right

Question 9: For the ellipse with a = 20 AU and e = 0.5, can you find a point in the orbit where r1 and r2 are equal? Sketch the ellipse, the location of this point, and r1 and r2 in the space below.

Question 10: What is the value of the sum of r1 and r2 and how does it relate to the ellipse properties? Is this true for all ellipses?


 

þÿQuestion 11: It is easy to create an ellipse using a loop of string and two thumbtacks. The string is first stretched over the thumbtacks which act as foci. The string is then pulled tight using the pencil which can then trace out the ellipse.

Assume that you wish to draw an ellipse

with a semi-major axis of a = 20 cm and e = 0.5. Using what you have learned earlier in this lab, what would be the appropriate distances for a) the separation of the thumbtacks and b) the length of the string? Please fully explain how you determine these values.

Kepler’s 2nd Law

· Use the “clear optional features” button to remove the 1st Law features.

· Open the Kepler’s 2nd Law tab.

· Press the “start sweeping” button. Adjust the semimajor axis and animation rate so that the planet moves at a reasonable speed.

· Adjust the size of the sweep using the “adjust size” slider.

· Click and drag the sweep segment around. Note how the shape of the sweep segment changes, but the area does not.

· Add more sweeps. Erase all sweeps with the “erase sweeps” button.

· The “sweep continuously” check box will cause sweeps to be created continuously when sweeping. Test this option.

Question 12: Erase all sweeps and create an ellipse with a = 1 AU and e = 0. Set the fractional sweep size to one-twelfth of the period. Drag the sweep segment around. Does its size or shape change?

Question 13: Leave the semi-major axis at a = 1 AU and change the eccentricity to e =

0.5. Drag the sweep segment around and note that its size and shape change. Where is the sweep segment the “skinniest”? Where is it the “fattest”? Where is the planet when it is sweeping out each of these segments? (What names do astronomers use for these positions?)        

Question 14: What eccentricity in the simulator gives the greatest variation of sweep segment shape?        

Question 15: Halley’s comet has a semimajor axis of about 18.5 AU, a period of 76 years, and an eccentricity of about 0.97 (so Halley’s orbit cannot be shown in this simulator.) The orbit of Halley’s Comet, the Earth’s Orbit, and the Sun are shown in the diagram below (not exactly to scale). Based upon what you know about Kepler’s 2nd Law, explain why we can only see the comet for about 6 months every orbit (76 years)?

Kepler’s 3rd Law

· Use the “clear optional features” button to remove the 2nd Law features.

· Open the Kepler’s 3rd Law tab.

Question 16: Use the simulator to complete the table below.

 

Object

P (years)

a (AU)

e

P2

a3

Earth

1.00

Mars

1.52

Ceres

2.77

0.08

Chiron

50.7

0.38

Question 17: As the size of a planet’s orbit increases, what happens to its period?

Question 18: Start with the Earth’s orbit and change the  eccentricity to  0.6. Does changing the eccentricity change the period of the planet?


Newtonian Features

· Important: Use the “clear optional features” button to remove other features.

· Open the Newtonian features tab.

· Click both show vector boxes to show both the velocity and the acceleration of the planet. Observe the direction and length of the arrows. The length is proportional to the values of the vector in the plot.

Question 19: The acceleration vector is always pointing towards what object in the simulator?

Question 20: Create an ellipse with a = 5 AU and e = 0.5. For each marked location on the plot below indicate a) whether the velocity is increasing or decreasing at the point in

the orbit (by circling the appropriate arrow) and b) the angle θ between the velocity and

acceleration vectors. Note that one is completed for you.

Question 21: Where do the maximum and minimum values of velocity occur in the orbit?


Question 22: Can you describe a general rule which identifies where in the orbit velocity is increasing and where it is decreasing? What is the angle between the velocity and acceleration vectors at these times?

Astronomers refer to planets in their orbits as “forever falling into the sun”. There is an attractive gravitational force between the sun and a planet. By Newton’s 3rd law it is equal in magnitude for both objects. However, because the planet is so much less massive than the sun, the resulting acceleration (from Newton’s 2nd law) is much larger.

Acceleration is defined as the change in velocity – both of which are vector quantities. Thus, acceleration continually changes the magnitude and direction of velocity. As long as the angle between acceleration and velocity is less than 90°, the magnitude of velocity will increase. While Kepler’s laws are largely descriptive of what planet’s do, Newton’s laws allow us to describe the nature of an orbit in fundamental physical laws!

 
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